Sudorgina, Anna · E-resource repository of the University of Latvia (University of Latvia) · 2024
Šajā pētījumā analizēta vietniekvārdu mācīšana franču valodā kā svešvalodā (FLE), izmantojot dažādas mācību grāmatas. Galvenais jautājums ir mācību metožu dažādība un to atbilstība Eiropas vienoto pamatnostādņu valodu apguvei (CEFR) ieteikumiem. Šā pētījuma galvenais mērķis ir noteikt, kā franču valodas mācību grāmatās tiek ieviesti un mācīti vietniekvārdi. Salīdzinošā analīze atklāj, ka mācību grāmatās pārsvarā tiek izmantotas induktīvās un skaidrojošās pieejas, dodot priekšroku pakāpeniskai virzībai un vietniekvārdu kontekstuālai integrācijai. Rezultāti uzsver daudzveidīgu aktivitāšu nozīmi, lai stiprinātu patstāvīgo un komunikatīvo apguvi FLE studentiem.
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Sarsabene Hammi, Souha Mezghani Hammami, Lamia Hadrich Belguith · International Journal of Data Science and Analytics · 2024
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Benhe, Nelson · theses.fr (ABES) · 2018
Cette thèse est l’aboutissement d’une étude visant à comprendre la place accordée aux contenus lexicaux dans l’enseignement du français langue étrangère (FLE) au Mozambique, dans un processus qui intègre les universités qui forment les futurs professeurs du FLE, et des lycées où ces derniers exercent leur métier à l’issue de leur formation supérieure. Le corpus de la recherche est composé par 3 (trois) volets, à savoir (i) les supports utilisés aussi bien à l’université que dans les lycées, notamment les programmes d’enseignement et les manuels officiels, ces derniers utilisés dans l’enseignement secondaire ; (ii) les vidéos des pratiques enseignantes dans les universités et dans les lycées ; et (iii) les tests de connaissances lexicales que nous avons fait passer aux apprenants. Nous avons fait appel à la grille de Théophanous (2004) pour analyser le volume et la disposition des contenus lexicaux dans les manuels. Cette grille est un outil spécialement conçu pour étudier la manière dont les manuels du FLE présentent les contenus lexicaux. L’analyse des démarches de l’enseignement du lexique a été effectuée grâce à la Théorie de l’Action Conjointe du Didactique (TACD) et nous nous sommes appuyés sur le logiciel Iramuteq pour mesurer le volume de prise de parole en classe. Enfin, le dépouillement des tests de connaissance lexicale a été effectué manuellement.
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Oğuz İbrahim Dündar · Foreign Language Annals · 2026
Abstract This study investigated the integration of a rule‐based AI chatbot into A1‐level French instruction to support vocabulary learning. Quantitative findings showed that the experimental group achieved significantly higher posttest scores than the control group, with a large effect size ( r = 0.83, p < .001). Survey results indicated generally positive attitudes toward using the chatbot as a mobile learning tool, particularly in satisfaction and perceived usability. Focus group data reinforced these findings, highlighting accessibility, motivational value, and support for personalized, self‐paced learning. Reported challenges included occasional technical issues and the absence of voice‐based interaction. The findings suggest that pedagogically aligned, rule‐based chatbots can support vocabulary acquisition and learner engagement. In pedagogical terms, brief, guided chatbot interactions may extend weekly instruction by providing individualized retrieval practice with immediate feedback in a low‐anxiety environment, while visual cues can further support recognition and recall.
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Kathleen Stein Smith · International Journal of Contemporary Education · 2025
The process of learning French begins with an individual decision, followed by perseverance to proficiency, and even fluency. In addition, French language learning is framed by the context of a multilingual world and society and informed by the significance of French as a global language and of French and Francophone culture in our history and around the world.This article will examine French language advocacy as the defense of French with the ongoing support of all those interested in learning French in the classroom, in the community, and through traditional as well as online and social media. It will also examine the need for long-term advocacy to be present to support the entire process, from the decision to study French through proficiency, and in our communities, the workplace, and our society. While focused on French language and Francophone culture, it will also examine the work of French language advocates in terms of the role of French as a global language in a multilingual world.Advocacy goals, including expanding affordability and accessibility of language learning for all learners through advocacy, initiatives, and support by language educators, along with language stakeholders and partners through the entire language learning process will also be examined. Methods discussed include blue ocean strategy, change management, and leadership initiatives by advocates and advocacy groups. Issues remain enrollment, affordability, availability, and persistent myths about the practicality of the French language major. Partnerships among educators and stakeholders, along with parents and communities provide a pathway forward.The importance of French language advocacy lies primarily in its mission, but many of the core values that drive French language advocacy, along with the strategies and methods of effective advocacy, can be applied to advocacy for languages, education, and related areas.
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Institut Catholique de Kabgayi, Jean Damascene Habiyambere, Onesme Niyibizi et al. · 2026
Ensuring high instructional quality in higher education remains a significant challenge, particularly in language instruction for Year One undergraduate students transitioning from secondary to tertiary learning environments. In English–French programmes, learners often face difficulties related to limited individualised feedback, varying language proficiency levels, and reduced engagement, which can hinder effective learning. With the growing integration of Artificial Intelligence (AI)-supported learning methods in higher education, there is a need for empirical evidence on their contribution to instructional quality, especially in early undergraduate French language courses. This study employed a quantitative descriptive–correlational research design to investigate the impact of AI-supported learning methods on perceived instructional quality among 43 Year One undergraduate students enrolled in English–French (French modules) programmes. Data were collected using a structured 5-point Likert-scale questionnaire and analysed using descriptive statistics, Pearson correlation, and simple linear regression analysis. The findings revealed a strong and statistically significant positive relationship between AI-supported learning methods and instructional quality (r = 0.68, p < 0.001). Regression results further indicated that AI-supported learning methods significantly predicted instructional quality (β = 0.64, p < 0.001), accounting for 46% of the variance. These results demonstrate that AI-supported learning methods play a substantial role in enhancing teaching clarity, feedback quality, learner engagement, and overall instructional effectiveness in higher education French language instruction. The study concludes that integrating AI technologies can meaningfully improve instructional quality and supports their informed adoption in tertiary language education. Keywords: Artificial Intelligence-supported learning; Instructional quality; Higher education; French language instruction.
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Stepanyan, Albina · Zenodo (CERN European Organization for Nuclear Research) · 2024
French language is a foreign language in Uzbekistan and that its teaching and learning cannot take the same process as acquiring first or a second language. In order to be able to interact with the native speakers in real life day to day communication, several techniques and methods should be used. Among French language learning methods, the leading position is occupied by the communicative approach, which is aimed directly at the development of communication.
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Emilie Gacia · theses.fr (ABES) · 2016
L’école a longtemps ignoré les langues et cultures maternelles des élèves.Une exploration des apports de la recherche en didactique d’apprentissage des langues, avec notamment les approches plurielles, montre comment la didactisation du contact de langue permet de construire une réflexion métalinguistique favorisant de nouveaux apprentissages en langue vivante étrangère ou dans la langue de scolarisation. Une étude de l’évolution historique des programmes scolaires français laisse enfin entrevoir la perspective d’ouvrir l’école au plurilinguisme, en adéquation avec les préconisations des Institutions Européennes. L’intercompréhension entre langues apparentées, apparaît comme une modalité d’apprentissage favorisant la compréhension et le fonctionnement de plusieurs langues, d’autant plus si l’apprentissage organise l’intégration des langues entre elles. Nous décrirons le fonctionnement et les enjeux de l’intercompréhension intégrée en langues romanes.Une expérimentation fut menée sur deux classes de CM1-CM2 lors des apprentissages scientifiques en intercompréhension intégrée à l’aide du manuel Euromania. Dans une classe, cette expérimentation était couplée à l’approche interculturelle Comparons nos langues. Il s’agissait d’observer de quelle manière cette expérimentation contribuait à l’évolution des représentations linguistiques des élèves, au développement de compétences linguistiques ainsi qu’à l’élaboration de stratégies de compréhension. Nous observerons les bénéfices apportés par l’intercompréhension intégrée et les approches interculturelles, aux apprentissages linguistiques et discipinaires, au plurilinguisme, à une meilleure réussite et à un plus grand épanouissement des élèves.
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Collins, '07, Sarah J., Nillas, Faculty Advisor, Leah · Digital Commons at Illinois Wesleyan University (Illinois Wesleyan University) · 2007
Despite limited studies on teaching French to third language learners, current research on language acquisition and cultural identity suggests that learning a new language is meaningful when it acknowledges the learners' prior understanding (Hancock, 2003 ; Mercado, 2002; Reeser, 2003 ; Rolstad, 1997). In this case, it is knowledge of other cultures and languages. The purpose of this study is to identify effective methods for teaching French to students who are bilingual in Spanish and English. The study was conducted at a high school in Chicago, Illinois, and participants included two French teachers and Spanish-speaking students studying French. Through surveys and interviews, the teachers and selected students were asked to discuss learning preferences, teaching methods, interest, motivation, and success in learning French. The findings of the study support the notion that French teachers who use alternative and relevant teaching methods are more effective in facing the challenge of a declining interest in French and the demands of a growing population of bilingual students.
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Xin Li, Zheng Li-min · Contemporary Education and Teaching Research · 2023
As one of the official languages of the United Nations, French has an important position in international communication. Traditional language teaching methods often neglect the importance of cultural elements, resulting in students' difficulty in understanding and accepting French culture while learning French, thus affecting the learning effect. China has a rich history and cultural heritage, and these traditional cultural elements not only reflect the historical development and national characteristics of China but also the spiritual support of the Chinese people. How to integrate these cultural elements into French language teaching and make it a powerful tool to enhance learning effect and interest is a challenging task. This paper discusses the application of traditional Chinese culture in French teaching, aiming to improve students' language learning and enrich their cultural knowledge. Specific application strategies include integrating traditional cultural elements into the design of teaching content, designing classroom activities, organizing cross-cultural exchanges, and innovative teaching methods. Integrating traditional Chinese culture into French language teaching can enhance students' learning interest and efficiency, and also help improve their intercultural communication skills.
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Farah Farhana Awang · e-Jurnal Bahasa dan Linguistik (e-JBL) · 2023
Auditory learning is a language learning method that emphasises listening skills to acquire language proficiency. This library research aims to explore the use of auditory learning methods for French as a third language in Malaysia. This research examines the benefits and challenges of using auditory learning for French language acquisition in the Malaysian context through a review of peer-reviewed articles, books, and other sources. The results suggest that auditory learning can be an effective method for language learning, providing learners with opportunities to develop their listening and speaking skills and gain exposure to authentic French content. However, the research also highlights some of the challenges of using auditory learning, including the need for learners to access high-quality audio resources, the potential for miscommunication due to different dialects and accents, and the limited opportunities for interaction and feedback. Therefore, this research provides valuable insights into the use of auditory learning for French as a third language in Malaysia and suggests avenues for future research to develop effective language learning strategies in the Malaysian context further.
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Jungsug Kim · Korean Association For Learner-Centered Curriculum And Instruction · 2022
Objectives The purpose of this study is to examine the current status and problems of researches on French language education, and also to present the future direction of French language education and researches by analyzing the trend and topics of researches on French language education using the topic modeling. Methods Through the LDA-based topic modeling which is the most representative topic modeling that automatically extracts and classifies latent topics as a text mining technique used for the analysis of a large quantity of texts, this study analyzed the network between four topic contents and topics focusing on the keywords of 265 theses on French language education published from January 2002 to February 2021. Results The results of this study were drawn as follows. First, due to the decreased French language education in secondary school and university, the researches on French language education record the low level despite some differences in each year. Second, in the results of examining the appearance frequency of keywords, it was shown in the order of ‘French language education’, ‘Curriculum’, ‘French language’, ‘communication skills’, and ‘French language as a foreign language’. This shows the active performance of researches focusing on the curriculum that becomes the standard of Korean secondary French language education, and communication skills as its important goal, and very limited topics handled in researches on French language education. Third, total four topics were extracted through the topic modeling, and the weight of each topic was shown in the order of ‘college French language education’, ‘secondary French language education’, ‘communicative approach’, and ‘action-oriented approach’. This study also verified that the researches on French language education were concentrated on a specific area or limited to the level or contents of theories or policies. Thus, it would be necessary to perform researches on various teaching/learning methodologies for improving students’ interest or expanding the teaching/learning contents that could be concretely applied to school field. Fourth, in the analysis of network between topics, focusing on French language, the foreign language, curriculum, learning, textbook, communication skills, learner, culture, French language education, education, and France were connected to each other while the French language education, France, culture, and education were forming another network. Conclusions This study verified the necessity of researches on various teaching/learning methods for diversifying and expanding the research field related to French language education, and also motivating and improving interest of learners.
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هيام زريقي · SHILAP Revista de lepidopterología · 2018
The research aim to realized discusses the First Grade Secondary Students' Attitudes Towards Learning French in Lattakia City, and to study the different of such attitudes according to variables (sex, branch). To achieve the object of the research a questionnaire has been included (56) methods, distributed to four areas: (the value of French language, used French language outside school, the role of parents in Learning language French, usefulness French language in study and future life). .then applied to a sample of students of (434) ones school year 2016/2017. The present research used the descriptive analytical approach. Validity of the questionnaire was established though a jury of (9) of the teaching staff of educational at Syrian Universities. Pilot sample consisted of (48) students, Reliability was established by Cronbach – Alpha Reliability (0.93 (. The research ended up with the following results: - The Attitudes of the first grade secondary students Towards Learning French in Lattakia City was positive. - There were significant statistical differences in attitudes the First Grade Secondary Students toward Learning French according to variable sex in favor of the females. There were significant statistical differences in attitudes the First Grade Secondary Students toward Learning French according to variable branch in favor of the scientific and literary branches. The research introduced following proposals: Interest in learning French language, and Making training courses for French teachers, also Providing schools with supportive materials necessary for improving learning French.
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Lu Xiao · 2012
Music can improve mood and inspire interest,it can also promote comprehension and enhance memory.French songs melt well phonetics,language and cultural knowledge.If we select appropriate French songs as a language learning support materials,with reasonable instructional design,and on the premise of following the learning of French language knowledge and the language skills training,we can not only increase the interest of the teaching content,but also improve the flexibility of teaching methods.
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Khamidova Nargiza · Zenodo (CERN European Organization for Nuclear Research) · 2023
In the article, French of the language English to the language Effect in detail we learn Article English in the language French the language mastered words wide scope, and their English language vocabulary, grammar, and pronunciation affect learning. The article French of the language English to the language significant Effect showed historical events, that's it including the Norman Conquest in the 1066 period image with begins. Then, today in the day English speech often occurring part has been main French mastered words seeing will be released. In the article, French from the language received to use a dictionary English to the dictionary effect in detail analysis including French from the language mastered food, fashion, sports, politics such as the main lexicon of categories description. Also, different methods see comes out. The article is also in French from the language received appropriation of words English language grammar influence, including French from the language mastered different grammar structures, for example, voice, verb tenses, as well as English in the language grammar structures of adaptation different methods and others description, seeing will be released.
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Nathalie Dherbey Chapuis, Raphael Berthelé · Language Teaching Research · 2024
The present study aims to measure the effects of the teaching of second language (L2) phonological forms on L2 receptive vocabulary learning. Two teaching methods were compared in a pre- and delayed post-test to evaluate their impact on L2 word learning. Participants ( n = 127; mean age = 12;6, i.e. 12 years and 6 months) were randomly divided in two groups that followed either an explicit teaching method focused on L2 phonological forms, or a communicative teaching method focused on meaning, in which L2 phonological forms were taught implicitly. The teaching methods in the two groups aimed to foster the skills and the learning of phonological forms involved in the development of receptive vocabulary. The two teaching methods trained the same skills and relied on the same vocabulary. They both targeted the phonological forms of two difficult phonemic contrasts in French as a foreign language. The two teaching sequences took place during mandatory lessons in French as a foreign language for six weeks (12 lessons), in a Swiss state school. Generalized mixed models were fitted to the data to test for differences across teaching methods in their impact on L2 word learning. Overall, the results indicate that participants made significant progress in word learning, with no significant differences between the two teaching methods. Pronunciation, discrimination, retention in verbal working memory, and the mastery of phoneme–grapheme correspondences are significant factors of vocabulary learning in French as foreign language. The teaching of L2 phonological representations and the training of their processing facilitated the learning of words in L2 French. However, the teaching of vocabulary in French as a foreign language rarely involves a focus on phonological representations.
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ERIC · Bulletin of Miscellaneous Information (Royal Gardens Kew) · 1977
These 16 papers in French and English deal with questions related to the purpose of learning a language, one's native language as well as a second one. Specifically, the presentations deal with the following topics: (1) consideration of learners' needs; (2) the usefulness of learning English in Quebec; (3) the tension between knowledge and competence with regard to a second language; (4) language styles; (5) norms in the teaching of French as a native language; (6) language for special purposes with reference to French as a second language; (7) error analysis and the teaching of second languages; (8) literature in teaching French as a native language; (9) teaching and learning strategies; (10) methods in teaching French as a native language; (11) communication skills; (12) techniques for teaching language skills to native speakers of English; and (13) perspectives for the future. The contributors are: K. Chastain, A. Boudreau, M. Perez, A. Lowe, J. Hamers, G. Bibeau, R. Pelchat, H. Cedergren, L. Van Toch, M. Buteau, A. Mareuil, H. Holec, S. Savignon, Y. Sirois, A. Sharma, and D. Girard. (AMH)
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Jalalov, F. · Zenodo (CERN European Organization for Nuclear Research) · 2022
French language is a foreign language in Uzbekistan and that its teaching and learning cannot take the same process as acquiring first or a second language. In order to be able to interact with the native speakers in real life day to day communication, several techniques and methods should be used. Among French language learning methods, the leading position is occupied by the communicative approach, which is aimed directly at the development of communication. This study aims at analyzing the use of communicative method in teaching/learning process. It is proved that communicative approach makes it possible for students of the elementary level, not only to acquire the knowledge, but also to learn the socio-cultural component for adequate interaction with native French speakers in real-life situations. Findings of this study show that it is advisable for teachers of French language use the communicative language teaching approach to build confidence in their students, as this will help to develop faster their linguistic skills, given that this approach gives priority to listening and speaking skills over reading and writing skills.
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Faxriddin Yarmanov · European International Journal of Philological Sciences · 2024
The teaching of French has evolved significantly in recent years, embracing modern approaches that incorporate innovative methods and pedagogical practices. This article explores contemporary strategies for teaching French as a foreign language, focusing on the integration of technology, communicative language teaching, and immersive learning environments. It examines the effectiveness of digital tools, such as language learning apps and virtual classrooms, in enhancing student engagement and proficiency. Additionally, the article discusses the role of cultural content and real-life communication scenarios in fostering a deeper understanding and appreciation of the French language and francophone cultures. The study concludes with recommendations for educators on how to effectively implement these modern approaches to create dynamic and interactive learning experiences that cater to diverse student needs and learning styles.
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Chuyan Zhou · English Language Teaching and Linguistics Studies · 2024
This paper explores the application of blended learning in the reform of French teaching, aiming to address the challenges and issues existing in French language education. Firstly, it provides an overview of the definition, characteristics, and prevalence of blended learning in the field of education. Then, it analyzes the limitations of traditional French teaching models and emphasizes the necessity of reform. Through the introduction of application cases of blended learning in French teaching, it discusses the combination of online teaching tools and offline classroom practices, as well as the effects of blended learning on various language skills. Furthermore, it discusses teaching design and methods, evaluation, and reflection under the blended learning model. Finally, it summarizes the application effects of blended learning in French teaching and prospects for future development directions and challenges.
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